Teaching and Learning in Active Learning Classrooms - FaCIT CMU Research, Recommendations, and Resources

Higher Impact Learning
by Design
Teaching and
Learning in
Active Learning
Classrooms
Recommendations, Research and Resources
Updated: March 18, 2014
By Eron Drake and Dina Battaglia, The Faculty Center for Innovative
Teaching, with contributions from Tolga Kaya and Mona Sirbescu, and
additional members of the Active Learning Classrooms Committee, the
College of Science and Technology, Central Michigan University
Active Learning Classrooms (ALC)

Contents
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What is the Active Learning Classroom (ALC) Initiative? .................................................................................... 2

What will an ALC Look Like? ................................................................................................................................ 2
What is the Impact on Student Success in an ALC?............................................................................................. 3
What Does Learning in an ALC Look Like? ........................................................................................................... 4
What do Researchers Recommend Related to Teaching in ALC? ....................................................................... 4
How do I Convert or Redesign My Course for an ALC? ....................................................................................... 5
How do I Prepare to Teach in an ALC?................................................................................................................. 6
What Teaching and Learning Strategies Work Best in an ALC? .......................................................................... 6
What are Active Learning Strategies? ................................................................................................................... 7
What are Effective Collaborative or Cooperative Learning Strategies? ............................................................... 2
What is Problem-Based Learning? ........................................................................................................................ 4
What is the Flipped or Inverted Classroom? ........................................................................................................ 5
What is Inquiry-Guided Learning? ........................................................................................................................ 6
How do I Implement Team-Based Learning? ........................................................................................................ 6
Where can I find Discipline-Based Resources?.................................................................................................... 6
How Do I Successfully Integrate Technology or Learning Tools into the ALC? .................................................. 8
How do I Use Personal Response Systems in the ALC?..................................................................................... 11
What are Effective Assessment Techniques for ALC? ....................................................................................... 13
How Do I Use Online Learning Tools to Assess Learning? ................................................................................ 14
How do I Prepare Students to Learn in an ALC?................................................................................................ 15
Where Can I Learn More about Upcoming Conferences on ALC? .................................................................... 15
Additional Resources of Potential Interest ....................................................................................................... 15
Feedback and Recommended Resources .......................................................................................................... 16
E. Drake, The Faculty Center for Innovative Teaching, Central Michigan University
PAGE: 1

What is the Active Learning Classroom (ALC) Initiative?
The Active Learning Classroom initiative is a result of the College of Science and Technology (CST)
strategic planning process and was developed to increase the retention and persistence of students in
the STEM disciplines. To assist in the support of this initiative and to assist all CST faculty with the
implementation of high-impact, active learning strategies, a committee with individuals representing a
variety of departments and units was convened.
The ALC committee meets regularly and includes the following members:
Mel Taylor, Director, Information Technology, CST, taylo1ml@cmich.edu

Janice Tomasik, Assistant Professor, Chemistry, CST, tomas1jh@cmich.edu
Mona Sirbescu, Professor, Geology, mona.sirbescu@cmich.edu
Matt Redshaw, Assistant Professor, Physics, redsh1m@cmich.edu
Jane Matty, Associate Dean, Professor, Geology, CST, j.matty@cmich.edu
Heidi Mahon, Director, CST Student Services, CST, h.k.mahon@cmich.edu
Tolga Kaya, Assistant Professor, Electrical Engineering, kaya2t@cmich.edu
Steve Gorsich, Associate Professor, Biology, CST, steven.gorsich@cmich.edu
Eron Drake, Assistant Director, The Faculty Center for Innovative Teaching, drake1ee@cmich.edu
To learn more or to inquire about teaching in an ALC, please contact Jane Matty at
j.matty@cmich.edu.
What will an ALC Look Like?

At present, two classrooms in Dow Hall have been approved for the construction of one large
and one small active learning classroom with plans to offer classes in Fall 2015.
Large Active Learning Classroom
Features:
2524 ft
112 students
Fourteen 8-student tables
Microphones at each table
Lecture Capturing Cameras
5 80 inch LCD monitors on the walls
14 inch monitors at each table
PAGE: 2

Small Active Learning Classroom
Features:
1260 ft2
56 students
Seven 8-student tables
Microphones at each table
Lecture Capturing Cameras
5 80 inch LCD monitors on the walls
14 inch monitors at each table
What is the Impact on Student Success in an ALC?

While the success of all learning environments depends upon a number of variables, inside and outside
of the instructors control, researchers on student learning in an ALC report the following benefits:
Increased class attendance (typically > 90%)

Improved student performance when instructors move to active, student-centered teaching
methods
Increased conceptual understanding when compared to lecture/laboratory classes
Drastically reduced failure rates, especially for women and minorities
Provided opportunities to strengthen student-faculty relationships
Provided opportunities that strengthen student-to-student relationships, which benefits
collaborative project outcomes
Were found by students to be effective for teamwork and collaborative projects
Encouraged discussion by helping students feel active and engaged
Perceived positively by both students and instructors (Beichner, et al., 2007)
Several universities and colleges have successfully implemented this model such as the University of
Minnesota (a modification of the Student Centered Active Learning Environment with Upside-down
Pedagogies or SCALE-UP model), North Carolina State University (SCALE-UP), and the Massachusetts
Institute of Technology (Technology Enhanced Active Learning or TEAL). Typical teaching and learning
activities in an ALC include active and collaborative learning, visualization and simulation of essential
course content delivered via laptops and the Internet, desktop or hands-on experiments, and the use of
personal response systems (clickers).
Recommended Resources
Its Not You, Its the RoomAre the High-Tech, Active Learning Classrooms Worth It? S. Cotner,
J. Loper, J.D. Walker, & D. C. Brooks:
http://www.cbs.umn.edu/sites/default/files/public/downloads/JCST-July2013.pdf
PAGE: 3
Scaling Up Education Reform, J. D.H. Gaffney, E. Richards, M.B. Kustusch, L. Ding, & R. Beichner:
http://www.ncsu.edu/per/Articles/JCST_SCALE-UP_article.pdf
Using the PAIR-up Model to Evaluate Active Learning Spaces, A. Whiteside, L. A. Jorn, A. H. Duin, &
J. S. Fitzgerald: http://www.educause.edu/ero/article/using-pair-model-evaluate-active-learningspaces
R. Beichner, J. M. Saul, D. S. Abbott, J. Morse, D. Deardorff, R.J. Allain, S. W. Bonham, M. Dancy, and J.
Risley, (In Press). in Research-Based Reform of University Physics, (Ed. E. F. Redish and P. J.
Cooney), American Association of Physics Teachers: College Park, MD.
What Does Learning in an ALC Look Like?
McGill University: https://www.youtube.com/watch?v=xFIDad64j8M&hd=1

North Carolina State University:
https://www.youtube.com/watch?v=MdymI61hLPY&list=PLE8C54256779B374D&index=3&feature=
plpp_video
Northern Michigan University: http://catalysts.nmu.edu/facility.html
Old Dominion: https://www.youtube.com/watch?v=9ECDGy0wVPA
University of Iowa: https://www.youtube.com/watch?v=yvEN4jJ4WUM
University of Minnesota: http://scaleup.ncsu.edu/MinnVideo/MinnVideo.html
Virginia Technological University: https://www.youtube.com/watch?v=pUFud6MoHMo
What do Researchers Recommend Related to Teaching in ALC?
Its Not You, Its the Room Are the High-Tech, Active Learning Classrooms Worth It? S. Cotner, J.
Loper, J.D. Walker, and C. Brooks. (This article provides empirical confirmation that high-tech, active
learning classrooms positively affected student learning and also offers recommendations for
traditional spaces.)
Scaling Up Education Reform, J. Gaffney, E. Richards, M.B., Kustusch, L. Ding, and R. Beichner. (This
article provides examples of the implementation of the SCALE-UP project, sample classroom layout
and activities, roles for group members, and a brief overview of evidence of impact on student
learning.)
Annotated Bibliography of Literature Related to Active Learning Classrooms, Center for Teaching
and Learning, University of Minnesota. (This webpage offers annotations and links to 20 research
resources focused on the use of active learning practices and teaching in active learning classrooms.)
PAGE: 4

How do I Convert or Redesign My Course for an ALC?
To ensure student academic success, prior to any discussion of instructional methods and the grading
and evaluation of student work, it is important to review effective practices in instructional design. One
of the most widely used models was developed by Fink (2003) and utilizes an integrated approach to
course design. In brief, to design or redesign any form of instruction, Fink recommends the following
steps:
1. Identify what you want students to learn. (Student Learning Objectives, SLOs)
2. Describe how you (and the students) will know if these SLOs have been accomplished. (Feedback
and Assessment)
3. Determine what you and the students need to do in order for the students to achieve the learning
objectives. (Teaching and Learning Activities)
4. Make sure the key components of the model support and reinforce each other.
Student Learning
Objectives
Feedback and Assessment
Teaching and Learning

Activities
To learn more about Finks Integrated Course Design model and for helpful worksheets to assist you
with planning learning activities (inside and outside of the classroom) as well as developing a plan for
the sequencing of concepts, visit one or both of the following websites:
Integrated Course Design: http://cnu.edu/assessment/pdf/step%204-idea_paper_42.pdf (Short, 7page paper).
A Self-Directed Guide to Designing Courses for Significant Learning:

http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf (A 37-page guide. See
especially Figures and Worksheets near the end of the document.)
Additional Instructional Design Resource
Converting Your Course for the Active Learning Classroom, Center for Teaching and Learning,
University of Minnesota: http://www1.umn.edu/ohr/teachlearn/alc/converting/index.html (This
website provides a brief overview of course planning and key questions to ask when redesigning your
course. Be sure to scroll to the bottom of the page for specific characteristics of proven learning
activities in an ALC.)
PAGE: 5
Course Design Checklist, Larry Michaelsen & Jim Sibley, Team-based Learning Collaborative:
http://www.teambasedlearning.org/Default.aspx?pageId=1032392 (Using the Backward Design
model developed by Wiggins & McTighe (2005), this resource outlines how to design a course for the
implementation of team-based learning.)
How to Design a College-Level or Developmental Math Course Using the Emporium Model, The
National Center for Academic Transformation: http://www.thencat.org/Guides/Math/TOC.html
Fink, D.L. (2003).Creating significant learning experiences: An integrated approach to designing college
courses. San Francisco: CA: Jossey-Bass.
How do I Prepare to Teach in an ALC?

Visit Considerations for Teaching in Active Learning Classrooms developed by the Center for Teaching
and Learning, University of Minnesota:
http://www1.umn.edu/ohr/teachlearn/alc/considerations/index.html (This website offers several
recommendations to help you prepare for teaching in an ALC as well as links to specific challenges to
consider, such as room issues, noise and distractions, group work, student engagement, and using the
technology.)
What Teaching and Learning Strategies Work Best in an ALC?

Before you consider which teaching and learning strategy to use in the ALC, first review the student
learning objective(s). Next, consider the feedback and evaluation techniques required to assess student
progress toward the attainment of the learning objectives. Then, consider the appropriate teaching and
learning strategy that provides the opportunity for students to learn essential concepts and practice or
demonstrate skill attainment. Further, consider the research by Prince (2004), which finds the following
teaching and learning activities that support increased student learning:
1.
2.
3.
4.
5.
Strategies that introduce student activity into the lecture,

Strategies that promote student engagement,
Collaborative learning,
Cooperative learning, and
Problem-based learning.
In addition to the teaching and learning strategies listed above, instructors in ALC also implement the
following:
Flipped/Inverted Classroom strategies

Inquiry-guided Learning
Team-based Learning
PAGE: 6

What are Active Learning Strategies?
The educational procedure of implementing a wide range of activities that involve students in
meaningful things and thinking about the things that they are doing is referred to as the use of active
learning strategies (Bonwell & Eison, 1991; Prince, 2004). Active learning strategies are essential for
enhancing student learning. In a meta-analysis of research on active learning strategies, Prince (2004)
reported the following benefits:
Significantly improves short-term and long-term recall of information

Significantly improves student academic performance
Increases conceptual understandings (twice as much as compared to a traditional course)
Improves retention in academic programs
Increases student attention
Promotes student engagement
Addresses students misconceptions
Develops enhanced critical thinking skills
Improves students self-esteem
Improves interpersonal relationships
Improves teamwork skills
Additional examples of active learning include the following (see the recommended resources below for
links to instructions for implementing these strategies):
Brainstorming
Classroom Assessment Techniques (CATs)
Clickers
Collaborative Learning Strategies
Concept Mapping
Concept Tests
Cooperative Learning Strategies
Debates
Experiments
Field Trips
Games
Interactive Discussion
Note Check
Panel Discussions
Performances
Presentations
Problem-Based Learning
Question and Answer Pairs
Research
Role plays
Service Learning
Simulations
Team-based Learning
The Pause Procedure
Think-Pair-Share
Writing-to-learn
Bonwell, C. C., & Eison, J. A. (1991). Active learning: creating excitement in the classroom. ASHE-Eric
Higher Education Rep, 1. Washington, DC: The George Washington University, School of
Education and Human Development.
Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher
education. Sterling, VA: Stylus.
Prince, M. (2004). Does active learning work? A review of the research, Journal of Engineering
Education, 93(3), 223-231.
PAGE: 7
Recommended Resources and Research
What is Active Learning? Center for Teaching and Learning, University of Minnesota:
http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/ (Visit this self-paced tutorial to
find recommendations for making active learning work. This tutorial also offers ways to respond
to student comments or concerns about active learning strategies.)
Some Basic Active Learning Strategies, Center for Teaching and Learning, University of
Minnesota: http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/index.html (Visit
this resource to find 23 easy-to-implement active learning strategies, including think-pair-share,
one-minute paper, problem-based learning, 3-2-1 format, and jigsaw team, to name a few highimpact strategies.)
Chapter 8 - Using Active Learning in the Classroom, Florida State University:

http://distance.fsu.edu/docs/instruction_at_fsu/Chptr8.pdf (This online resource offers a
comprehensive overview of a variety of active learning strategies and sample activities for each
strategy.)
Active Learning for the College Classroom, Donald R. Paulson & Jennifer L. Faust:
http://web.calstatela.edu/dept/chem/chem2/Active/main.htm (This resource describes 29
active learning techniques, focused on promoting individual student engagement, developing
effective questions and answers, obtaining formative feedback, motivating critical thinking, and
encouraging collaborative learning.)
Twelve Active Learning Strategies, Active Learning with PowerPoint, Center for Teaching and
Learning, University of Minnesota:
http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/learning/index.html (This resource
offers several ways to easily incorporate active learning strategies into existing PowerPoint
lecture formats.)
M. Oliver-Hoyo and D. Allen (2005), Attitudinal effects of a student-centered active learning

environment, Journal of Chemical Education, 82 (6).
Methods of Assessing Student Learning Using Active Learning Strategies

Active learning strategies can be used as collaborative assessment techniques. Strategies that enable
instructors to formatively assess student learning include, but are not limited to:
Think-Pair-Share
Student Summaries
Question and Answer Pairs
PAGE: 1
Two Column Method

Roundtable
Problem-Based Learning
3-2-1 Format
Note check
Jigsaw
Please visit Some Active Learning Strategies, developed by the Center for Teaching and Learning,
University of Minnesota for specific instructions for the strategies above and to discover more active
learning strategies: http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/ .
Recommended Books
Active Learning: 101 Strategies to Teach Any Subject by Mel Silberman

Active Learning: Cooperation in the College Classroom by David W. Johnson, Roger T. Johnson, and
Karl A. Smith
Collaborative Learning Techniques by Elizabeth F. Barkley, K. Patricia Cross, and Claire Howell
Major.
What are Effective Collaborative or Cooperative Learning Strategies?

Cooperative or collaborative learning is often defined as students working in pairs or small groups to
achieve shared learning goals (Barkley, Cross, & Major, 2005, p. 4). Three primary characteristics of
cooperative learning are 1) intentional structure (instructors structure intentional learning activities for
students in advance), 2) co-laboring (all participants in the group actively engage interdependently to
achieve the learning objectives), and 3) meaningful learning occurs (students increase their knowledge
or understanding of the material because of their engagement and participation in the said structured
learning activity) (Barkley, Cross, & Major, 2005).
Examples of Cooperative Learning
The Basic Collaborative Learning Techniques, Hixson-Lied Student Success Center, Iowa State
University: http://www.dso.iastate.edu/asc/supplemental/SIShowcaseCollaborative.pdf (This PDF
highlights 16 different collaborative learning techniques with easy classroom implementation
instructions.)
Jigsaw Classroom, Elliot Aronson, Social Psychology Network: http://www.jigsaw.org/overview.htm

(This website provides an overview of the cooperative learning technique called the Jigsaw
Classroom with links providing step by step instructions for easy implementation as well as
additional resources.)
Promoting Collaborative Groups in Large Enrollment Courses, B. Beichner, J. Saul, R. Allain, D.

Deardorff, D. Abbott, North Caroline State University:
http://www.ncsu.edu/per/Articles/03ASEE_paper_Coop_groups.pdf (This paper describes the
SCALE-UP project and the utilization of collaborative-based instruction.)
PAGE: 2

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques. A handbook for college
teachers. San Francisco, CA: Jossey-Bass.
Cooperative Learning: Students Working in Small Groups, Speaking of Teaching, Center for
Teaching and Learning, Stanford University: http://www.stanford.edu/dept/CTL/cgibin/docs/newsletter/cooperative.pdf (This four-page PDF provides a nice summary of how to
implement small group work into any classroom as well as additional resources on cooperative
learning in general.)
Collaborative Learning: Group Work, Center for Teaching Excellence, Cornell University,
http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html (This
website provides an easy to read bulleted list explaining what collaborative learning is, its impact on
student learning, examples of collaborative learning strategies, how to design group work
assignments, along with other information pertinent to collaborative learning.)
Methods for Assessing Group or Team Assignments
AAC&U Teamwork VALUE Rubric: http://www.aacu.org/value/rubrics/Teamwork.cfm (Note: Access

to this free rubric requires you to create an account using your email address.)
Making the Grade: The Role of Assessment in Authentic Learning, Marilyn M. Lombardi, Educause
Learning Initiative: https://net.educause.edu/ir/library/pdf/ELI3019.pdf (See pages 8-9.)
An Introduction to Classroom Assessment Techniques, D.M. Enerson, K.M. Plank, & R.N. Johnson,
Schreyer Institute for Teaching Excellence, Penn State University:
http://www.uc.edu/content/dam/uc/cetl/docs/classroom_assessment_techniques.pdf
The Concept of Formative Assessment, C. Boston: http://files.eric.ed.gov/fulltext/ED470206.pdf
Classroom Assessment Techniques. A Handbook For College Teachers by T.A. Angelo & K.P. Cross
(1993)
Teaching and Grading Group Assignments: Tomorrows Professor ttp://cgi.stanford.edu/~deptctl/cgi-bin/tomprof/posting.php?ID=1003
Assessing Group Work, Marcia Devlin, Center for the Study of Higher Education, Australian
Universities Teaching Committee:
http://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Assessing_gro
ups.pdf
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques. San Francisco, CA:
Jossey-Bass.
PAGE: 3

What is Problem-Based Learning?
In problem-based learning (PBL), students work together in small groups to solve real-world, applicationtype problems related to the course material. PBL enhances students problem-solving, reasoning,
communication, and self-assessment skills. This student-centered, active learning pedagogy transforms
the instructor from disseminator of information to facilitator of information. In general, PBL is thought
to focus more on depth versus breadth of course content.
Steps for Implementing PBL
1. Facilitate a brainstorming session or two with the class about issues that are integral to the
course. Another option is for the instructor to create a list and then ask students for input and
suggestions.
2. The instructor then creates ill-structured problems. (Visit
http://www.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf, page
2, for specific recommendations for the development of ill-structured problems.)
3. Students work in groups of three to eight to solve the problems (instructors can either present
the problem to the students before any formal instruction on the topic or can first deliver minilectures that provide a context for the problem.
4. Students work with their group members on solving the problem both in and outside of class
(one problem may take from two to six weeks to solve).
5. After completing the problem solving phase, students may be asked to write a report and share
it with the rest of the class.
Example Physics Problems
A Day in the Life of John Henry, A Traffic Cop: http://www.udel.edu/pbl/curric/acc12.html
Overload: http://www.udel.edu/pbl/overload.html
Recommended Resources and Research
Teaching Problem Solving, Center for Teaching, Vanderbilt University:

http://cft.vanderbilt.edu/guides-sub-pages/problem-solving/ (This site provides tips for instructors
to share with students engaging in problem-solving activities.)
Problem-Based Learning, Center for Teaching Excellence, Cornell University:

http://www.cte.cornell.edu/teaching-ideas/engaging-students/problem-based-learning.html (The
what, why, and how of problem-based learning in an easy to read bulleted list format.)
Why PBL? Institute for Transforming Undergraduate Education, University of Delaware:

http://www.udel.edu/inst/why-pbl.html (Provides a simplistic description of PBL, the benefits for
student learning, and a guide for the role of the instructor.)
PAGE: 4
Problem-Based Learning, Speaking of Teaching, Center for Teaching & Learning, Stanford University:
http://www.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf (This
article discusses the research supporting the effectiveness of PBL on student learning and how to
transform a course into one based on the PBL model.)
Active Learning Web Resources on Problem-Based Learning, Center for Teaching Excellence,
University of Medicine & Dentistry of New Jersey:
http://libraries.rbhs.rutgers.edu/rwjlbweb/meg/cte/active_learning/active_problem_learning.html
(This website is a clearinghouse for hyperlinked resources about a multitude of topics regarding PBL
instruction.)
Making the Grade: The Role of Assessment in Authentic Learning, Marilyn M. Lombardi, Educause
Learning Initiative: https://net.educause.edu/ir/library/pdf/ELI3019.pdf (see pages 10-11) (This
paper provides a review of various authentic learning methods of instruction, including PBL.)
P. Kirschner, J. Sweller, R. Clark, "Why minimal guidance during instruction does not work: An
analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based
teaching," Educational Psychologist, 41 (2), 75-86.
Methods for Assessing Problem-Based Learning
Problem-Based Learning, Speaking of Teaching, Center for Teaching and Learning, Stanford
University: http://www.stanford.edu/dept/CTL/cgibin/docs/newsletter/problem_based_learning.pdf (see pages 4-5)
Problem-Solving Rubric, Schreyer Institute for Teaching Excellence, Penn State University:
http://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf
What is the Flipped or Inverted Classroom?
Flipping the Classroom, Cynthia Brame, Center for Teaching, Vanderbilt University:
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ (This webpage defines flipped
classroom, inverted classroom, and peer instruction. In addition to providing research evidence for
the benefits of the flipped classroom, it identifies the key elements of the flipped classroom.)
The Flipped Classroom FAQ, Derek Bruff, Center for the Integration of Research, Teaching and
Learning: http://www.cirtl.net/node/7788 (This blog provides a number of answers to questions
such as Why flip ones classroom? or How do you make sure students come to class prepared? or
What do you do during class time? and more.)
Flipping the Classroom, Center for Instructional Technology, Duke University:

http://cit.duke.edu/flipping-the-classroom/ (This resource explains what flipping the classroom
means, examples for various disciplines, and additional links and videos to learn more.)
PAGE: 5

What is Inquiry-Guided Learning?
What is Inquiry-guided Learning? Virginia Lee, New Directions for Teaching and Learning:
http://onlinelibrary.wiley.com/doi/10.1002/tl.20002/pdf (This article offers a definition, suggestions
for implementation, and a rubric for evaluation. Note: You may have to log into the CMU CentralLink
to access this article.)
To learn about a similar model that originated in college chemistry departments called Process
Oriented Guided Inquiry Learning (POGIL), visit https://pogil.org/.
How do I Implement Team-Based Learning?
Team-Based Learning Collaborative: http://www.teambasedlearning.org/ (This comprehensive site

offers a robust set of resources on TBL, including books, videos, strategies for getting started,
answers to FAQs, application exercises, tips for facilitation, instructions for writing multi-choice
questions and more!)
Team-based Learning, Cynthia J. Brame, Center for Teaching, Vanderbilt University:

http://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/ (Visit this website for a succinct
summary of how a team-based learning (TBL) classroom is structured and how the strategy
implemented. Research evidence touting its effectiveness is presented along with additional
resources.)
Team-based Learning at 10 Medical Schools: Two Years Later, B.M. Thompson, V.F. Schneider, P.
Haidet, R.E. Levine, K. K. McHahon, L.C. Perkowski, and B.F. Richards:
http://www.usuhs.mil/medschool/faculty/pdf/TBLMedEd.pdf (This article reviews the process and
factors affecting the use of TBL and offers factors for consideration and recommendations for
implementation.)
Where can I find Discipline-Based Resources?

Biology
Using Active Learning in a Studio Classroom to Teach Molecular Biology:
http://learningcenter.nsta.org/files/jcst1306_50.pdf
Workshop Biology: Demonstrating the Effectiveness of Active Learning in an Introductory Biology
Course: http://pages.uoregon.edu/udovic/Pubs/UdovicEtAl_2002.pdf
Chemistry
Design and Implementation of a Studio-Based General Chemistry Course:
http://pubs.acs.org/doi/pdf/10.1021/ed084p265
PAGE: 6
An Integrated Lecture-Laboratory Environment for General Chemistry:

http://pubs.acs.org/doi/pdf/10.1021/ed077p195
Engineering
Adoption of Active Learning in a Lecture-Based Engineering Class:
https://www.ydae.purdue.edu/lct/HBCU/documents/Activelearningengineering.pdf
Active Learning in First-year Engineering courses at Universidad Catolica de la Santisima
Concepcion,Chile:
https://www.ydae.purdue.edu/lct/HBCU/documents/Activelearningengineering.pdf
Geoscience
The Math You Need, When You Need it: Online Modules that Remediate Mathematical Skills in
Introductory Geosciences Courses:
http://www.curriculumresearchgroup.org/uploads/Wenner_Burn_BaerJCST_2011.pdf
Using Concepttests to Assess and Improve Student Conceptual Understanding in Introductory
Geoscience Courses: http://geology.wlu.edu/greer/mcconnell-v54n1.v3.pdf
Assessment and Active Learning Strategies for Introductory Geology Courses:
http://nagt.org/files/nagt/jge/abstracts/McConnell_Steer_Owens_v51n2p205.pdf
Physics
Resource Letter ALIP-1: Active Learning in Physics:
http://physicseducation.net/docs/Meltzer_and_Thornton_2012.pdf
The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project,
Research-Based Reform of University Physics:
http://www.percentral.com/PER/per_reviews/media/volume1/SCALE-UP-2007.pdf
Chronicling a Successful Secondary Implementation of Studio Physics:
http://scitation.aip.org/content/aapt/journal/ajp/80/9/10.1119/1.4712305 (You may need to input
your CMU Global ID and Password to access this article through the CMU Libraries.)
Studio Optics: Adapting Interactive Engagement Pedagogy to Upper-Division Physics:
http://web.phys.ksu.edu/papers/2011/sorensen-ajp.pdf
How much have they Retained? Making Unseen Concepts Seen in a Freshman Electromagnetism
Course at MIT: http://download.springer.com/static/pdf/182/art%253A10.1007%252Fs10956-0079051-9.pdf?auth66=1394742708_d44f499402fd82ccc557a796f7e86367&ext=.pdf
The Implications of a Robust Curriculum in Introductory Mechanics:
http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1332&context=phy_fac&seiredir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fhl%3Den%26q%3DThe%2BImpl
ementations%2Bof%2Ba%2BRobust%2BCurriculum%2Bin%2BIntroductory%2BMechanics%26btnG%
3D%26as_sdt%3D1%252C23%26as_sdtp%3D#search=%22Implementations%20Robust%20Curriculu
m%20Introductory%20Mechanics%22
PAGE: 7

How Do I Successfully Integrate Technology or Learning Tools into the
ALC?
With online technology learning tools becoming more popular, readily available and accessible
with multiple devices, instructors have increasingly begun to implement these tools into the
instructional design of their course to enhance learning and to assess student progress. To
select the most appropriate technology learning tool:
1. Review your student learning outcomes and identify the specific learning needs and
purpose of the technology.
2. Evaluate the alternative technologies available to help students learn, practice, and
retain new learning.
3. Consider the advantages and disadvantages of each potential technology (accessibility,
ease of use, availability, cost etc.).
4. Select the best technology (or an effective mix) that draws on the strengths of each
technology to help students accomplish the student learning objectives outcomes.
5. Develop an assessment plan to evaluate whether students achieved the specific learning
objective.
6. Re-evaluate and confirm your final technology choice(s) (Campbell, 2014).
While there are several ways to explore which technology learning tool may be applicable,
using the Seven Principles of Good Practice in Undergraduate Education (Chickering & Gamson,
1987) offers a useful framework as organized below:
Principle
1. Good practice encourages contact
between students and faculty
Technology Learning Tools

Email (text, audio, video)
Jing
Piazza
Skype
Bb Collaborate
2. Good practice develops cooperation

among students
Google Applications
Prezi
Popplet
Wikispaces
WordPress
Twitter
3. Good practice encourages active

learning
Simulations
Bb Blogs
WordPress Blogs
Storify
PAGE: 8

Principle
Technology Learning Tools

Weebly
Flickr
4. Good practice gives prompt feedback
Google Docs with track changes

Word with reviewer's marks
Bb Rubrics
Poll Everywhere
Google Forms
Bb Surveys
5. Good practice emphasizes time on

task
Bb Calendar
Bb Quizzes (self-assessment/mastery)
6. Good practice communicates high

expectations
Bb Syllabus with graphic organizers

Bb Rubric
Sample student work posted in Bb with
annotation
Focused reading notes posted in Bb
7. Good practice respects diverse

talents and ways of learning
Universal Design for Learning principles

Web accessibility
Use of multiple delivery and engagement
methods
Clear expectations for civility and/or
netiquette
Recommended Video Tutorial

Using Web 2.0 Tools in Blackboard:
http://ondemand.blackboard.com/r91/movies/bb91_course_content_web_2_0_tools_tour.ht
m (This video provides an introduction to Web 2.0 tools such as Gloster, Prezi, Google Docs and
Sites, VoiceThread, and Jing and provides steps how to embed these tools into Blackboard.)
Blackboard
PAGE: 9
Blackboard Interactive Learning Tools:

http://ondemand.blackboard.com/r91/documents/getting_started_with_interactive_tools.
pdf
CMU Faculty Tutorials for Blackboard:

https://www.cmich.edu/academics/off_campus_online/Bb_CMU/Faculty_Tutorials/Pages/default.a
spx
Online Learning Tools
Blended Learning Guide, Web Junction:

http://www.webjunction.org/c/document_library/get_file?folderId=443615&name=DLFE-12302.pdf
(This guide developed by Web Junction offers several quick guides which overview the background
of a particular learning technology, the best uses, the benefits, the challenges, links to additional
resources as well as tips and tricks.)
Multimedia Educational Resource for Learning and Online Teaching (MERLOT):

http://www.merlot.org/merlot/index.htm (This website offers free and online peer-reviewed
teaching and learning materials.)
50 Educational Technology Tools Every Teacher Should Know About, Ross Crockett:
http://fluency21.com/blog/2013/03/26/50-education-technology-tools-every-teacher-should-knowabout/ (This site organizes each tool into categories such as social learning, learning, lesson planning
and tools, and useful tools.)
The Top 100 Tools for Learning 2013, Jane Hart: http://c4lpt.co.uk/top100tools/ (This resource
provides a summary and list of the top 100 learning tools, links to more information, and comments
from users.)
Free Collaboration Tools: http://udltechtoolkit.wikispaces.com/Collaborative+tools (This site,

focused on Universal Design for Learning principles, offers a variety of learning technology tools
including graphic organizers, storytelling, study skills, literacy tools, collaborative tools, research
tools, math tools, and more.)
Campbell, J. (2014). Determining the usefulness of classroom technologies Part 1. The Evollution.
Retrieved from http://www.evolllution.com/program_planning/determining-the-usefulness-ofclassroom-technologies-part-1/
Chickering, A.W., and Gamson, Z.F. (1991). Applying the seven principles for good practice in
undergraduate education. New Directions for Teaching and Learning 47, San Francisco: JosseyBass Inc.
PAGE: 10

How do I Use Personal Response Systems in the ALC?
Student response systems (also called classroom response systems or clickers) have been found to
improve student learning objectives when used effectively. Specifically, researchers find that the use of
clickers increases student motivation and engagement, provides frequent feedback to students about
the limitations of their knowledge and helps them to self-assess where they need to progress, helps
students integrate new knowledge and overcome misconceptions, enhances communication and social
skills, fosters an active classroom environment, and provides instructors with an instantaneous method
of formative assessment (Beatty, 2004).
CMU Resources
Classroom Response System (Clickers) developed by FaCIT:

https://www.cmich.edu/office_provost/facit/Pages/classroom-response-systems-clickers.aspx (This
site provides an overview related to FaCITs support of the Turning Technologies Classroom Reponses
System. Additional links to download software, access student and faculty tutorials are provided.)
Recommended Articles
What are they thinking? Best practices for classroom response systems (Clickers) by David
Goldstein: http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1270 (This article
provides a brief review of the research and suggests various uses for classroom response systems.)
Teaching with Clickers by Erping Zhu, Center for Research on Learning and Teaching, University of
Michigan: http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no22.pdf (This
occasional paper examines how faculty are using clickers, student and instructor attitudes towards
using clickers, challenges and best practices.)
Classroom Response System (Clickers) Bibliography, Derek Bruff, Center for Teaching, Vanderbilt
University: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/ (This
comprehensive bibliography contains links to resources based on discipline as well as an introduction
to clickers, literature reviews, research on student perceptions, vendor comparisons, mobile devices,
and more!)
Student Response Systems, University of Wisconsin:

http://www4.uwm.edu/ltc/srs/faculty/articles_research.cfm (This comprehensive site offers an
overview of best practices, showcases of faculty use, helpful links, articles and research, and guides
and manuals.)
Clicker Resource Guide, University of Colorado Science Education Initiative & University of British
Columbia Carl Wieman Science Education Initiative:
http://www.cwsei.ubc.ca/resources/files/Clickers_Final_Version_04_08.pdf (This 36-page guide
PAGE: 11

offers detailed recommendations for using clickers in the classroom, overviews multiple goals of
clickers, and provides answers to frequently asked questions about the use of clickers.)
Teaching with Student Response Systems by Information Technology Services, The University of
Iowa: http://its.uiowa.edu/support/article/100303 (This site offers comprehensive, step-by-step
guides for facilitating class discussion, encouraging peer instruction, multi-pass learning, and more.)
Teaching with Personal Response Systems (clickers), The Derek Bok Center for Teaching and
Learning, Harvard University:
http://bokcenter.harvard.edu/icb/icb.do?keyword=k1985&pageid=icb.page494961 (This website
includes a video excerpt by Eric Mazur entitled, From Questions to Concepts: Interactive Teaching in
Physics in addition to providing sample questions from a variety of disciplines and other resource
links.)
Methods for Using Clickers to Assess Learning
Clickers and CATs: Using Learner Response Systems for Formative Assessment in the Classroom,
Charlotte Briggs and Deborah Keyek-Franssen: http://www.educause.edu/ero/article/clickers-andcats-using-learner-response-systems-formative-assessments-classroom
Clicker Resource Guide, University of Colorado Science Education Initiative & University of British
Columbia Carl Wieman Science Education Initiative:
http://www.cwsei.ubc.ca/resources/files/Clickers_Final_Version_04_08.pdf (This 36-page guide
offers detailed recommendations for using clickers in the classroom, including how to introduce
students to the use of clickers, types of clicker questions, writing effective questions, logistics, the
coverage of material, dealing with unexpected situations, and more.)
Recommended Video
Eric Mazur Shows Interactive Teaching (YouTube, 8.21 minutes):
http://www.youtube.com/watch?v=wont2v_LZ1E
Recommended Book
Teaching with Classroom Response Systems: Creating Active Learning Environments by Derek Bruff:
http://www.amazon.com/dp/0470288930/ref=rdr_ext_tmb#reader_0470288930
Beatty, I. (2004). Transforming student learning with classroom communication systems. Educause
Center for Applied Research, Research Bulletin, 2004(3). Retrieved from
http://www4.uwm.edu/ltc/srs/faculty/docs/TransformingStudentLearning.pdf
PAGE: 12

What are Effective Assessment Techniques for ALC?
Grading and evaluation provides essential feedback on students progress toward academic goals and is
critical to student success. To promote an effective feedback and assessment practice in your courses,
consider the following recommendations by leading researchers from the domains of cognitive science,
neuroscience, biology, educational psychology and educational research:
Utilize a variety of assessment methods and strategies (e.g., formative to inform teaching and
student learning progress, and summative to provide students with a grade on a specific
assignment)
Provide students with frequent and timely formative feedback, which offers a balanced response to
student work (positive and constructive comments), specific to the student, specific to the
task/assignment, and provides suggestions for improvements for future work.
Return work in a timely manner.
Encourage students by commenting on their effort (as opposed to their intelligence) and encourage
them to excel in the work that they produce.
Advise students how to prepare for tests or exams.
Provide practice quizzes, sample exams, and/or test review space (online) for practice.
Train students in the peer review process to provide feedback relative to expectations for specific
assignments or projects.
Incorporate student self-assessments to help students develop self-monitoring skills.
Some of the most effective grading and evaluation methods include the use of Classroom Assessment
Techniques (CATs) for formative assessment and the development of rubrics for formative or summative
assessment.
To learn more, please visit the resources below:
Classroom Assessment Techniques, Center for Excellence in Learning and Teaching, Iowa State
University: http://www.celt.iastate.edu/teaching/cat.html
Classroom Assessment Techniques (CATs), Center for Teaching, Vanderbilt University:

http://cft.vanderbilt.edu/guides-sub-pages/cats/
Guide to Scoring Rubrics, informed: http://www.opencolleges.edu.au/informed/teacherresources/guide-to-scoring-rubrics/ (This comprehensive guide reviews the different types of rubrics,
provides instructions how to develop effective rubrics, and discusses how scoring rubrics enhance
learning.)
To find examples of different types of assessments appropriate for different types of learning objectives
aligned with Blooms Taxonomy of Learning, visit Align Assessments with Objectives, developed by
Carnegie Mellon at http://www.cmu.edu/teaching/assessment/basics/alignment.html.
PAGE: 13

Immediate Feedback Assessment Technique (IF-AT):

http://www.epsteineducation.com/home/about/ (The IF-AT is a testing system that enables the
transformation of traditional multiple-choice testing into an interactive and collaborative learning
opportunity for students. This technique can be used with individual students and/or with
collaborative groups and provides instant feedback and increases student retention of concepts
tested. Note: The Faculty Center for Innovative Teaching in 413 Park Library has sample IF-AT forms
that you can have if you would like to experiment with this technique in one of your classrooms.)
ConcepTests: Science Education Resource Center, Carleton College:

http://serc.carleton.edu/introgeo/interactive/conctest.html (ConceptTests are conceptual multiplechoice questions that focus on a single concept, cant be solved using equations, are clearly worded
and are of immediate difficulty. These ConcepTests can be used to assess prior knowledge and or as
a pre- and post-test strategy to gauge understanding and student learning.)
For assistance with the implementation of Classroom Assessment Techniques or the development of
rubrics or other types of assessments, please contact the Faculty Center for Innovative Teaching at
989.774.3615 or facit@cmich.edu to arrange for a confidential consultation or customized workshop.
How Do I Use Online Learning Tools to Assess Learning?

Please note that CMU recommends that instructors use University-approved online and technological
learning tools due to the Family Education Rights and Privacy Act (see
https://www.cmich.edu/ess/registrar/RegistrarRecords/Pages/Confidentiality.aspx for additional
details).
For advice concerning the appropriate use of online learning tools, please see recommendations from
the Office of Instructional Technology:
https://team.cmich.edu/sites/it/OITComm/CIO/_layouts/15/WopiFrame2.aspx?sourcedoc=/sites/it/OIT
Comm/CIO/Blog%20Documents/FY13/Advice_CloudServices_100112.pdf&action=default (Note: You will
have to enter your CMU ID and password to access this document.
Polls, surveys, blogs, wikis, quizzes, and exams are a few of the assessments that Blackboard provides.
Visit the Evaluation Blackboard Faculty Tutorials for more information:
https://www.cmich.edu/academics/off_campus_online/Bb_CMU/Faculty_Tutorials/Pages/Evaluation.as
px.
PAGE: 14

How do I Prepare Students to Learn in an ALC?
Student-Centered Learning: Addressing Faculty Questions About Student-Centered Learning, J.

Froyd & N. Simpson, Texas A&M University: http://ccliconference.org/files/2010/03/Froyd_StuCenteredLearning.pdf (This article defines student-centered learning and the various approaches to
teaching that align with student-centered learning [e.g., active learning, collaborative learning,
inquiry-based learning, PBL, TBL, Peer Instruction] and introduces strategies for implementing
student-centered learning into course design. See pages 6 7 for strategies to respond to student
resistance.)
Recommendations for Making Active Learning Work, the Center for Teaching and Learning,
University of Minnesota: http://www1.umn.edu/ohr/teachlearn/tutorials/active/recommendations/
(This website provides guidance for overcoming student resistance, responding to student
complaints, strategies for maintaining control of the classroom, managing time pressures, and
more.)
Where Can I Learn More about Upcoming Conferences on ALC?
Teaching Conferences Directory, Kennesaw State University: http://cetl.kennesaw.edu/teachingconferences-directory
National Forum on Active Learning Classrooms, University of Minnesota:

http://www.cce.umn.edu/National-Forum-on-Active-Learning-Classrooms/
Additional Resources of Potential Interest
SCALE-UP Member Resources: Contact Robert J. Beichner at beichner@ncsu.edu for more

information or to become a member. (This wiki contains information on classroom designs and
management, collaborative learning resources, professional development opportunities, contentspecific instructional materials, and tips and tricks!)
The ACL Pilot Evaluation Team, University of Minnesota. (2007). Active learning classrooms pilot
evaluation: Fall 2007 findings and recommendations. Retrieved from
http://www.classroom.umn.edu/projects/alc_report_final.pdf (Note: University of Minnesotas
Active Learning Classrooms were modeled after North Carolina State Universitys Student-Centered
Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project and Massachusetts
Institute of Technologys Technology Enabled Active Learning (TEAL) project.)
PAGE: 15

Feedback and Recommended Resources
If you have a suggestion for a resource that we should consider including, please contact Eron Drake at
drake1ee@cmich.edu . We encourage your ongoing collaboration and feedback on this project.
PAGE: 16

Teaching and Learning in Active Learning Classrooms - FaCIT CMU Research, Recommendations, and Resources

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Higher Impact Learning

Active Learning Classrooms (ALC)

What is the Active Learning Classroom (ALC) Initiative? .................................................................................... 2

Active Learning Classrooms (ALC)

Mel Taylor, Director, Information Technology, CST, taylo1ml@cmich.edu

What will an ALC Look Like?

Active Learning Classrooms (ALC)

What is the Impact on Student Success in an ALC?

Increased class attendance (typically > 90%)

Active Learning Classrooms (ALC)

What Does Learning in an ALC Look Like?

McGill University: https://www.youtube.com/watch?v=xFIDad64j8M&hd=1

What do Researchers Recommend Related to Teaching in ALC?

Active Learning Classrooms (ALC)

Feedback and Assessment